Here is the link to my Final Reflection:

Final Reflection

I hope you ALL enjoy the summer, it was such an awesome class together!!

Teach Out Project: Creating a Children's Book

Here is the link for the Google Slideshow Presentation of my project:

Teach Out Project

Teaching at the Intersections

 By Monita K. Bell (click name to read article)

"For Torres, helping students like Nicole navigate the world—and the way the world responds to them—is fundamental to her responsibility as an educator"....she says "When we stop seeing our kids as whole people—as whole, nuanced people, with context to gender and race and class—we stop seeing them as real people.”
This holds so much truth and weight for me, as an educator myself. Having this power in my own classroom comes at a high price, and reminds me of that timeless Voltaire saying "with great power, comes great responsibility." One of our main goals should always be to value, empower and strengthen the identities of the students who arrive in our classrooms. Without this deep appreciation for diverse minds, we do a disservice to their educational journey, and limit their capacity for growth mindsets, self-worth, creative contributions, and social-emotional intelligence as they enter society. Throughout the years, I felt that I had innately understood the presumption of "intersectionality" for many students on my roster, but never truly gave a title to this concept before, or thought about the impact I could potentially be making in my own teaching to address it (or NOT address it). 

I couldn't believe it when reading the details of the 2016 lawsuit filed by the 16-year-old transgender boy, who had to face such oppression just to use a restroom he felt comfortable in!! It blows my mind that these events still occur even within the last 3-4 years, and this "stigma" is still happening. How it is almost still taboo to talk about, directly relating to the "colorblindness" that Blacks deal with in the culture??? If we choose to look away from the problem, because it does not involve us, then ultimately we BECOME the problem, perpetuating the patterns to continue. 

I have been reading this incredible book called Love Your Enemies by Arthur C. Brooks that discusses another type of culture we see currently in political America - the culture of contempt. It has connected fiercely with so many of the articles we have been reading in this class, especially this culminating final article that integrates all identities and marginalized groups to truly grasp a wide perspective of what others (who are different from us) may go through. I find that those with misinformed/uneducated opinions and arguments, who may even begin to infringe on the safety and respect for another, struggle greatly to  reframe their mind to a more diverse discourse that allows for multiple opinions and background knowledge. When reading the assigned article, I just kept remembering the website it was on - Teaching TOLERANCE, which in itself is a powerful word. It does not mean you have to change your opinion, nor do you have to end relationships with others who do not see things the same way you do. It means quite the opposite....that being granted the freedom to share and appreciate having differing beliefs and life experiences is what America is founded on. We could all take a page from Deepak Chopra and consciously practice gratitude, equality and love for all groups of people. This course has expanded my own awareness in so many way of how I am a part of this culture of power and privilege, and how my experiences and mindset are highly indicative of my practice and whether or not I subconsciously perpetuate the problem. But with my eyes wide open, I firmly believe that just like in the Ally youtube video, our impact and actions, however small they may seem, can make tremendous shifts in the status quo, and help to obliterate the injustices, fear, and contempt, for the sake of inclusion and love. Love wins. Love always wins. 

So upon researching the topic of intersectionality even more, I had come across another NY Times article (I do love their stuff!) that discusses how it influences those in the workplace...I had to share, since it is extremely well written. I especially love the concept of the "emotional tax" paid by POC:

The Effect of Intersectionality in the Workplace

Language and Power

Talking Points

"Aria"

By Richard Rodriguez

1. The quote "Because I wrongly imagined that English was intrinsically a public language and Spanish an intrinsically private one, I easily noted the difference between classroom language and the language of home" immediately connects to the culture of power that Delpit is stressing!! This power struggle is even experienced by EL learners, who are grappling with the acquisition of TWO languages (bilingualism), let alone the various injustices they deal with in the classroom because of an uneducated or biased teacher's disposition toward them. This speaks to my heart deeply, since my classroom is the one that services the ESL kindergartners who arrived in August. I constantly seek ways to include their diverse backgrounds and languages, and set up my classroom with bilingual books, labels, signs...anything to encourage a sense of familiarity and comfort, especially because they are so new to this concept of "school" already! I hurt for Richard, the author having to endure this misunderstood challenge in his classroom alongside his peers and teacher, who don't seem to recognize it. It was so difficult to read about the nuns coming to Richard's home and proposing that the parents only speak English at home to the children. This huge opportunity of learning BOTH his home language as well as English to engage with his family and gain bilingualism as a skill-set was stripped away in an instant because of their privileged, self-interested demands. 

"Teaching Multilingual Children"

By Virginia Collier

2. I enjoyed reading this article by Collier, since it was practical and helped me to see ways and new perspectives of families with EL's and how multilingualism works in the classroom, which I could try to incorporate with high intention in my own ESL classroom to advance their skills. I was so inspired by those who teach in bilingual classroom, which is clearly an even greater challenge as seen when she states "Being a bilingual teacher seems to multiply the complications of teaching. One must teach in two languages, affirm the cultural values of both home and school, teach standardized forms of the two languages but respect and affirm the multiple varieties and dialects represented among students in class, be a creative and flexible teacher, serve as a catalyst for discovery as students learn to operate effectively in their multiple worlds, be able to mediate and resolve intercultural conflicts, keep students on task and on and on." I had never really reflected on this before, and (as privilege tends to do) I just assumed that people who accept this role would carry out these added responsibilities. Only until my classroom this year, did I see the extra struggle these families and students of different languages/cultures ACTUALLY go through. Talk about the flexibility of this rare breed of bilingual teachers!!! I loved reading about her advocacy for the significant role teachers play to provide their students with both a balance of academics and attention to the social-emotional and cultural aspects in their learning. I truly appreciate her 7 guidelines to better understanding.

Argument

Collier and Rodriguez both argue that educators must raise awareness about meeting the specific needs of English-language learners in their classroom practice, and make language teaching as well as learning as culturally relevant as possible for the students. 

"New Rules Hurt Bilingual Students"

By Sarah Hesson and Rachel Toncelli

3. This ProJo article written by two professors at RIC discusses the change in RIDE's regulations about ESL services provided in schools being detrimental to the educational experience of these students. By limiting or cutting service periods entirely, it shows that our state does not value this significant need for one of the fastest growing student populations to date to assimilate fluidly into our society's "culture of power" to be successful linguistically and academically.  

They nail it quite well: "It’s not fair to students to lose out on instruction with a certified ESL expert, nor is it fair to expect content teachers to provide this language support without appropriate training. But the new regulations allow for this exact scenario." Even schools in NY have collaborative models with both teacher roles co-teaching in the same room. So why is RI pulling back on this critical need? How can they justify this is equitable at all for the bilingual or ESL population?

Argument 

These two professors argue that English learners deserve to be in regular, direct contact with highly qualified, certified ESL and bilingual teachers.

I did some Internet rabbit holing again...and felt that this was a great article by NPR that explains WHY people code-switch....it isn't just something we see in the more dominant Spanish-speaking communities, but also occurs in Black English culture as well...  NPR website link

Also, this YouTube video was short but eye-opening about how honest Black people are about their cultural preference of code-switching as well:

Code-Switching

The 2 Article Summaries I chose for my Teach-Out Project:

1. Lisa Delpit: The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children

The article written by Lisa Delpit discusses the concept of the "culture of power" and how this awareness (or lack thereof) of the privilege that those in power (in this case, White people) possess can impact social changes needed to create a more equitable and empathetic society. The silenced dialogue she speaks of is this notion that Black people feel so unheard and dismissed by White people when trying to speak their perspective or deliver an explanation/message, that they are then pushed to remain silent about it instead, since it is just easier than attempting to explain what they mean. Delpit goes on to propose the 5 aspects of this culture of power, with the last one explicitly stating: "Those with power are frequently least aware of--or least willing to acknowledge--its existence. Those with less power are often most aware of its existence." She stresses that this awareness should drive all educators to research and practice pedagogy to address these issues of power, and break the harmful cycle. Creating access and knowledge bases for POC who are not in this particular culture is beneficial for them to learn how. Providing the tools to be successful rather than setting up people for failure is the mindset shift people, especially educators need to make, to effect real change. 

*My Children's Book would address in its message this powerful desire for all folks to feel welcomed to express themselves, curiously explore and appreciate each other's differences, and celebrate diversity all around them as a close community of love and deep respect!

2. Armstrong and Wildman: "Colorblindness Is The New Racism"

In the article written by Armstrong and Wildman, they discuss the dynamic shift from the former terminology, racism to this newer trend of colorblindness that speaks volumes in terms of how modern day society has not evolved their cultural shortcomings, even since the Civil Rights movement. Colorblindness is interpreted initially as though one chooses not to see race or "skin color" as a significant factor or topic of discussion, so it is avoided in conversations and creative expressions entirely. This approach to choose to be "blind" to another's differences, such as their demographic background, interests or culture truly puts a strain on building a sense of community and appreciation for all diversity and is seen as demoralizing even. Armstrong and Wildman were stressing that this in turn, perpetuates the status-quo since those above the "power line" aren't thinking about their Whiteness or privilege, and aren't intentionally trying to make waves that would level the playing field. They propose that having "color insight" is the route to take, where we all DO acknowledge race and investigate the changes it needs. Those educators in power must be transitioned from blindness to conscious awareness, and be intentional in their delivery and practice to celebrate all backgrounds and races. 

*As mentioned above, the Children's Book would certainly address this desire for a celebration of diversity, and promote children to be open-minded and willing to seek out knowledge and appreciation of classmates who look differently than them.  

Going To School - Ir A La Escuela

A documentary by RichardCohenFilms

Link to video on youtube 

When I first began watching this video, and saw how it took place in LA, California, I just envisioned how many schools must be in that district alone (it's HUGE!!!), and how with all of the educational support, advocacy, and resources, how could some students with special needs STILL not even be included in the daily population of the local public schools there??  It has been over 40 years since IDEA was passed in the 70's so it baffles and concerns me that there are still schools out of compliance or unwilling to engage learners of all abilities!! 

Deep breaths. As I continue watching the documentary, it kept reminding me of so many connections I researched and learned in a previous course I'd taken last summer (SPED 513), that focused on the laws, regulations, guidelines and terminology associated with Special Education with Dr. Kemp at RIC. I had learned in those 6 weeks alone, that there is SO MUCH that goes into the process of developing IEPs and IFSP, and implementing the services for these students, as well as maintaining compliance and awareness of the 13 categories of services that students with special needs can legally receive, whether through Special Educators, OT and SLP specialists, APE programs, or other service providers required. And I know I am missing a huge chunk of even more content we covered as well. The field of special education takes on extremely dedicated and compassionate educators to do this kind of challenging work. I have so much admiration of those who work in this specific path of education, because these students need advocates, maybe even moreso than ever nowadays. To find the patience and understanding to continue to develop individualized plans of curriculum and communication systems to improve and lift the growth of these students' abilities is truly saintly work. I have experienced this world of special education since I was young; my mother was a Special Educator/ Resource Teacher in Warwick for over 30 years, and I had met all of her students on her caseload every single year. I developed relationships with them, even those who were nonverbal, were in wheelchairs, had CP or autism, or Downs Syndrome as well as some traumatic or behaviorally disturbed background...I am so grateful for this experience to be with these students because even at such a young age, I developed so much appreciation for the obstacles they had to endure in their lives. It made me appreciate so much of my own strength and abilities. 

There is power in being directly among these students in person. It encouraged me to work in Special Education, as a paraprofessional for a few years, a Behavior Technician, and even doing ESY programs in my local district. Oh, the sweat, dirt, lessons and challenges we faced. But I will always believe it was worth it. Those children deserve so much of our love and understanding, just like the students in the video. It breaks my heart to see they are not receiving the education and opportunities alongside their typically developing peers. I was so sad to see how the Special Ed. teacher, Greg Laskowski mentioned the hallway his classroom and the other classrooms with special ed students is marked as the "special ed hallway" and no one uses it "unless they're leaving or coming to school" (34:46). I agree with the Superintendent, Ramone Cortinez that special ed classes NEED TO BE INTEGRATED, and not separated in its own hallway or building, and having more special ed coordinators and faculty focused on this group is required to promote this integration. He states, "I'm trying to start a new culture in this district of inclusion, of a deep understanding of what it all means, I'd like to order there be no hostility but you know, I can't do that" (36:09). I wonder if this would be equally as challenging as racial integration in the mindset of Nikole Hannah-Jones from the previous documentary, "The Problem We All Live With" we watched. Would it be easier, given we are already beginning to push away from the separate "resource" and "special education students" rooms to create more inclusive environments? Desegregation should be the goal for ALL marginalized groups. 

P.S. In my research, I came across this website (link below) called the Rhode Island Advocacy for Children and helps provide families and others looking to learn about "information, individual support, and professional educational advocacy support when communicating concerns to their child's teachers and school administration. Families need to clearly and effectively present their concerns to the educational team in order to receive the supports and services that their child is entitled to through federal law and state regulations." I found it very interesting and there are so many great links, articles and success stories on there too! It may be a great resource to share with any families or friends you know that could benefit from it.

Link: https://riadvocacyforchildren.org/

SAFE SPACES

Making Schools and Communities

Welcoming to LGBT Youth

By Gerri August

Talking Points:

1. "To the extent that teachers, school administrators, and college professors create an atmosphere in which difference is not only tolerated but expected, explored, and embraced, students will be more likely to develop perspectives that result in respectful behaviors. Without the deliberate creation of an inclusive atmosphere, however, what happens inside classroom walls reproduces the prejudices that exist outside these walls: straightness and gender conformity are assumed; LGBT identity is deviant" (p.83-84).

Reading this quote and hearing the words contained in it, such as deliberate, embraced, and inclusive, just drives the point home in what August and the other authors are trying to fight for. This classroom "atmosphere" must be carefully designed to protect those who feel unsafe, like the LGBTQ, and give them a safe haven to express themselves in a learning community that accepts everyone's differences. I ask myself, how do I begin to approach this in my kindergarten class with such young children? I want to cultivate that growth mindset as early on as possible, and begin to attempt using these tools.

2. I loved the concept of mirrors and windows seen in the article from Adrienne Rich: "Our classrooms need to be "mirrors and windows" for all students--mirrors in which youth sees themselves in the curriculum and recognize their place in the group; windows through which youth see beyond themselves to experiences connected with, but not identical to their own." As teachers, we have significant influence to break status quo patterns of gender conformity in our "intentionally"created communities, and it's time to use this power to give everyone a voice to safely and comfortably express their sexual identity.

3. "One reason educators take the path of least resistance is their fear of negative repercussions from parents or administrators." This statement really hones in on probably the number one obstacle for initiating the change. I personally do not want to hold back on appreciating and integrating the LGTBQ community in my teaching to avoid potential backlash from my families or administration who may not understand why this needs to be addressed. Yet this is something I need to seriously consider in my teaching decisions. Who will be offended? Who will misunderstand and misinterpret my message? Will my job security be impacted if I boldly "say the words" and end the invisibility these marginalized people endure? These questions are always lingering in my mind.

Argument

The author argues that teachers must be deliberate in implementing curriculum and communication that reverses the damage of heterosexism by interpreting and integrating the experiences and contributions of the LGTBQ community, thus fostering the message of acceptance and appreciation of all differences.


Here is a recent development of the current news story “Drag Queen Story Hour” at the Bristol town library being back on after receiving tons of support from the community, so awesome: Drag Queen Story Hour

Also, I love how Kellogg's (my favorite cereal company!) stands

with the PRIDE community!!!!!

P.S. Here is a link to a website of the Human Rights campaign that supports and advocates for the movement for LGBTQ I found interesting while researching more on this topic:

CLICK ME!!